In the school year 2014/2015 is rating (SNV), the activation of the National System was launched in education and training, based on the provisions of the Presidential Decree of 28 March 2013, n. 80. This provides, in particular system, that all educational institutions (state and equal) meet an analysis and internal evaluation and define a set of objectives and actions for improvement according to the process outlined by the Self-Evaluation Report (SER).
At the end of the school year 2016-2017 the educational institutions should be published on the portal “clear school” a social reporting relationship “through which will spread the results achieved in relation to targets for improvement identified and pursued in previous years, both in a dimension of transparency in both a sharing dimension and promoting the improvement of the service with their communities. ”
With this publication, the GBS offers a reflection that is part of a process of growth in the assessment and social accountability of schools, providing its own contribution to the result of the studies of good practices and of national and international expertise in the field of accountability.
The document highlights, in particular, the difference between the approach of administrative accountability, in which social reporting is set centrally and uniformly to all institutions according rigidly established patterns for the verification and comparability, and a cooperative approach to accountability , in which the social reporting recovers a fundamental dimension of sharing, characterized as a voluntary process that comes from the awareness of the duty to account to stakeholders (stakeholders) about the use made of school autonomy.
It is this approach that has been adopted for the proposed social reporting of a school set out below; a proposal should be seen as an improvement over the administrative obligations and binding information. The social report highlights, in fact, all the information required by the self-evaluation report, integrating them with other information which facilitate its use, enabling schools greater involvement and greater participation in the areas where it operates: a new form of inter-institutional communication .
This document, following the course of study undertaken by GBS – Study Group for the Social Report since 2001, introduces and explains the principles and rules of procedures considered essential for the preparation of the social balance in schools, as capable tool to make it more transparent and understandable their complex educational function, encouraging an interactive dialogue for collaboration between all parties involved. Thus the purpose of defining the principles and directions for:
driving schools (public and private) in the preparation of the social report or elsewhere in the realization of the social reporting process, describing the meaning and the essential information content;
enable stakeholders to learn about the complex resources, activities and results of schools and (where possible) the effects on the local context.
These principles and directions, in part derived from the experience and doctrine, were developed through discussion and comparison with models of accountability internationally accredited.
This document is divided into two parts:
- – the first (Reasons underlying and essential characters) setting out the objectives and the principles which must govern the construction and preparation of the social report;
- – the second (Outlines of the structure and content) illustrates the contents of the sections in which the budget has been divided.